Abstract
This article constitutes the continuation of a research process that investigated models and methods for co-teaching in the “Academia Class” program in the Ohalo Academic College (Nissim & Naifeld, 2018). The article focuses on the contribution of this program to all those who participated in it, identifying co-teaching practices and the connections between the sense of contribution and identification of those practices. The research relied on the collection and analysis of quantitative data. The research population included 125 respondents, 51 (40.8%) schoolteachers, 36 (28.8%) student-teachers studying general education, 18 (14.4%) kindergarten teachers and 20 (16.0%) student-teachers studying early childhood education. Three main research questions guided the investigation:
1) To what extent does each group of participants in the program estimate that co-teaching methods are advantageous for the teachers/kindergarten teachers, student teachers and pupils?
2) Which prevalent co-teaching practices are used in the Academia Class program?
3) Is there a correlation between the respondents’ attitudes concerning the advantages of co-teaching and the practices prevalent in the Academia Class program?
The responses to these questions indicate the extent of success or lack of success of co-Teaching. The main finding indicates that the trainer teachers and the student teachers agreed that there were many advantages to co-teaching and that it contributed to school pupils and the kindergarten children. Thus, it seems that the Academia Class program has an influence beyond mere training processes, on the learning processes in the classes and school pupils. With regard to the advantages of the co-teaching for the school teachers and kindergarten teachers.
Keywords: co-teaching, academia class, practicum experiences
1. Theoretical Background
Research has investigated student teachers’ practicum experiences from various viewpoints. Study of this important issue can produce insights to inform those who plan teacher training for the dynamically changing
reality of the 21st century. Identifying trends in teacher training contributes to the rich current debate underpinning attempts to create optimal teacher training through a tight connection between theory and practice and between academia and fieldwork in schools. Substantive issues in this field are now reviewed, as a background to discussion.
1.1 Teacher Training
Throughout the world, teacher-training programs aim to shape a teacher with strong academic abilities and broad knowledge in contents, who is able to cope with the challenges in the field. It was found that the quality of teaching is the most influential factor for the student-teacher’s achievements, and that it is directly influenced by the quality of the teacher’s experiences. Good, high quality training for student-teachers is essential (Ran, 2018; Rongeldt & Reining, 2012). Taking these findings in mind, teacher training programs in many world states fall into one of two main conflicting trends. The first: academization in teacher training institutions providing advanced academic degrees to graduates. The second trend: advanced training programs in the field based on clinical experience within schools (Spurling, 2017).
Practical experience of teaching lies at the core of teacher training – learning that takes place in real time in the education field. As part of this experience, theoretical knowledge is clarified and interpreted in connection with examples and practical action. This process improves motivation to learn and develop different teaching skills.
Significant exposure to teaching practice, accompanied by a training teacher, increases the student teacher’s readiness to assume the teacher’s role (Maskit & Mevarech, 2013; Whitford & Barnett, 2016).
In Israel, there are three main models for teachers’ practical training:
(1) The Traditional Model – student teachers are appointed to schools for a one-day (6 hours) experience per week. The pedagogic instructor from the college observes a limited number of the student teacher’s lessons and provides feedback over the year. There is no emphasis on the relationship between the college and the school and the choice of locations for the training depends on the training teacher. The student teacher’s practice resembles
an apprenticeship model, mostly learning from the model that the teacher represents, and less from their own practical teaching experience (Lahav, 2010; Alyan & Daniel-Saad, 2013).
(2) A Professional Development School (PDS) – in these schools, the student teacher acquires broad experience in selected schools as part of the collaboration between the college and the school. According to the PDS model the student teacher experiences various different types of practical experience while receiving mediation and feedback from the trainer teacher. Additionally, the student-teachers, teachers and teacher trainers participate in developmental and learning processes (Ariav, 2014; Ariav & Smith. 2006; Maskit & Mevarach, 2013).
“Academia Class” is a program initiated by the Ministry of Education and now implemented for the fourth year in 30 teacher-training institutions throughout Israel. Approximately 2,000 student teachers participate in the program. Following the success of teacher training programs, a unique training program based on the principles of PDS was formulated. The program focuses the main practical experience on the period at the end of the student-teachers’ training (Sperling, 2017) and emphasizes the importance of the continuous and intensive nature of the practicum. The program is performed three days a week in schools and kindergarten, for a total of 12-16 weekly hours. The program emphasizes collaboration between the school and the college and constitutes a substantially different type of practicum from the traditional model, both because of the close guidance of the
training teacher, using the practical model of co-teaching and also because of the large scope of responsibility imposed on the student-teachers (Ministry of Education, 2014; Ran, 2018).
Studies which examine the success of the Academia Class program found that it had significant advantages for student-teachers who graduated from the program for their integration in their practicum year and they had a stronger probability of subsequently working in teaching (Macdusi, 2018). Graduates of the program increased their sense of efficacy and were better prepared for the teaching role both in the classroom and in the school organization in comparison to student-teachers’ who underwent traditional practicum experience (Eran & Zaretski, 2017). Teachers who participated in the program expressed their satisfaction with the program and believed that it contributed to all those involved: teachers and student-teachers. They noted that the program contributed to their ability to provide differential responses to their students, in terms of variety of teaching methods, improving their instruction skills and motivation to continue to work in teaching and to learn new things (Arnon & Presco, 2018). In a study by Rothman and Shmueli (2017) it was found that both student-teachers and teachers – especially in elementary schools – estimated that the contribution of the program to student-teachers was high as expressed in the student-teachers’ positive achievements, trainer teachers being open and accessible to the students’ queries and use of technological means. The three models of practicum are based on interaction between the student teacher and the training teacher who guides their practical learning. The extent of the student-teacher’s involvement depends on the character of the connection between them. In certain cases, the student-teacher may spend many days passively observing and learning from their observations, until they are allowed gradually to take an active part in the teaching work. In contrast in some cases student-teachers find themselves managing a lesson and the class without any guidance, supervision or instruction from the training teacher. A proper balance between opportunities for different practical experiences and guidance and supervision enables the student-teacher to undergo professional development.
